Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes
Lutovac, Sonja; Keränen, Virve; Körkkö, Minna; Uitto, Minna; Clandinin, D. Jean (2024-09-13)
Elsevier
13.09.2024
Lutovac, S., Keränen, V., Körkkö, M., Uitto, M., & Clandinin, D. J. (2024). Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes. Teaching and Teacher Education, 152, 104790. https://doi.org/10.1016/j.tate.2024.104790
https://creativecommons.org/licenses/by/4.0/
© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ ).
https://creativecommons.org/licenses/by/4.0/
© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license ( http://creativecommons.org/licenses/by/4.0/ ).
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202409195964
https://urn.fi/URN:NBN:fi:oulu-202409195964
Tiivistelmä
Abstract
In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with parents. Furthermore, teachers' stories suggest a problem for consideration in teacher education. What is called for are re-imagined ways for parents and teachers to collaborate, thus composing new partnerships on changing landscapes.
In this study, we focus on exploring teachers' stories of their relationships with parents in times of digital communication. Employing the concept of teachers' professional knowledge landscape, we inquire into Finnish teachers' experiences with WILMA, a digital system used for teacher-parent communication in Finland. We discuss how teachers' experiences shaped by WILMA may disrupt their stories to live by, their identities, in relation with parents. Furthermore, teachers' stories suggest a problem for consideration in teacher education. What is called for are re-imagined ways for parents and teachers to collaborate, thus composing new partnerships on changing landscapes.
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